Paedagogia: Jurnal Pendidikan

Digital Entrepreneurial Readiness Among High School Students: The Roles of Digital Financial Literacy, Self-Efficacy, And Digital Creativity

Intan Rizqi Dwi Istighfarin, Norida Canda Sakti — Mon, 16 Mar 2026 12:58:41 +0700

The rapid growth of Indonesia's digital economy contrasts sharply with the low level of youth entrepreneurship, revealing a significant gap between digital access and entrepreneurial action. This study examines the integrated influence of digital financial literacy, self-efficacy, and digital creativity on digital entrepreneurial readiness among high school students, focusing on the psychological mechanisms that transform competencies into readiness. Using a quantitative approach, data were collected through structured questionnaires from 125 students in the P5 Entrepreneurship Program and analyzed using PLS-SEM. The results show that the model explains 67.8% of the variance in digital entrepreneurial readiness, with self-efficacy acting as a key mediator. Digital creativity shows the strongest effect on self-efficacy, while self-efficacy significantly influences readiness. These findings reveal that psychological mechanisms are as important as technical competencies in fostering entrepreneurial readiness. This study provides evidence-based recommendations for integrating digital skills development with psychological readiness building in Indonesia's Merdeka Curriculum, offering specific strategies for curriculum design and educational policy to bridge the digital entrepreneurship gap among youth.

Implementation of the Independent Curriculum in Islamic Religious Education Learning: a Comparative Study of Madrasah Aliyah at Palu City

Sabriyah Aziz, Askar Askar, Ubadah Ubadah, Muhammad Munif — Sun, 24 May 2026 00:00:00 +0700

This study examines the planning, implementation, and enabling and constraining factors of the Merdeka Curriculum in Islamic Religious Education at two state Islamic senior high schools in Palu. Using a qualitative comparative case study, data were collected through in-depth interviews, classroom observations, and document analysis involving principals, curriculum vice principals, and teachers directly engaged in curriculum implementation. Data were analyzed thematically through data condensation, data display, and conclusion drawing and verification, while trustworthiness was ensured through triangulation and member checking. The findings show that both schools have formally responded to the curriculum through instructional planning and classroom adjustment, but the depth of implementation differs. State Islamic Senior High School 1 Palu is more adaptive in contextualizing teaching documents and adopting innovative learning practices, whereas State Islamic Senior High School 2 Palu is more cautious, particularly in topics requiring accurate transmission of religious knowledge. Implementation is supported by school leadership and teacher collaboration, but constrained by limited infrastructure, administrative burden, and inadequate learning resources. The study concludes that curriculum implementation in Islamic Religious Education is shaped not only by policy adoption but also by institutional adaptive capacity, teacher readiness, and local school context.

The Effectiveness of Image-Based Learning Media in Enhancing Student Motivation in Geography Classrooms: A Quasi-Experimental Study

Putri Wahyuni — Sun, 31 May 2026 00:00:00 +0700

This study aims to examine the effect of image-based learning media on students' learning motivation in Geography at SMA Negeri 4 Pekanbaru. A quantitative approach with a quasi-experimental design was used. The population consisted of 229 grade XI IPS students, with a sample of 77 students selected using a random sampling method. Data were collected using a validated 24-item questionnaire that demonstrated high reliability (Cronbach's Alpha ≥ 0.8) to measure students' learning motivation before and after the intervention. The intervention involved the use of image-based learning media during Geography lessons, where students were presented with visual representations of concepts and phenomena to facilitate understanding and engagement. Descriptive and inferential analyses, including independent t-tests, were conducted to evaluate the results. The findings indicated that the use of image-based media significantly improved students' motivation, with a post-test mean difference of 12.28 (t = 6.811, p = 0.000) and an effect size of 1.55, indicating a strong practical impact. In conclusion, integrating image-based media into Geography teaching effectively increases student motivation, particularly in understanding complex topics such as natural disasters. Further research is recommended to explore the combination of image-based media with other active learning methods and to examine its impact on cognitive and critical thinking skills at various school levels.

Scientific Approach With Inquiry Method To Improve Students' Science Literacy In Natural Changes

debby enjelika putri — Mon, 03 Aug 2026 00:00:00 +0700

The low level of elementary school students' scientific literacy requires innovative and student-centered learning methods. This study aims to determine the effectiveness of the scientific approach using the inquiry method in improving the scientific literacy of fifth-grade elementary school students regarding the topic of natural changes. This research employed a quantitative method with a pre-experimental design, specifically the One-Group Pretest-Posttest Design. The sample consisted of 26 students selected using a saturated sampling technique. Data collection methods included tests, observations, and documentation. The research instrument was an essay test developed based on the PISA 2022 scientific literacy indicators. Data analysis was conducted using the N-Gain formula to determine the level of improvement in students’ scientific literacy. The results showed a significant increase in students’ scientific literacy skills, with an average N-Gain score of 0.64, falling into the medium category. These findings indicate that the scientific approach combined with the inquiry method is highly effective in improving students’ scientific literacy regarding natural change.

Inclusive Islamic Education From The Perspective of Tariq Ramadan: An Integrative Strategy for Bridging Gaps in The Islamic Education Curriculum

Anis Sukmawati, Ali Mas'ud, M. Yunus Abu Bakar; Dulyawit Naknawa — Wed, 12 Aug 2026 20:48:58 +0700

This article aims to examine the concept of inclusive Islamic education from the perspective of Tariq Ramadan’s thought and to propose an integrative strategy to bridge the gap between the principles of inclusivity and the implementation of the Islamic education curriculum. In general, Islamic education in Indonesia remains largely normative and formalistic, with a strong emphasis on religious identity, yet it provides insufficient space for social dialogue, critical reflection, and the appreciation of diversity. Tariq Ramadan offers an inclusive framework grounded in the principles of being faithful and being open and the notion of multiple belongings, which highlight the importance of cultivating a strong Muslim identity while remaining open, adaptable, and actively engaged in a pluralistic society. This study employs a descriptive qualitative approach through a literature review of Tariq Ramadan’s primary works, national curriculum documents, and relevant academic sources. This study finds that Tariq Ramadan’s concept of inclusivity is relevant to the notion of musawah (equality), which aligns with the objectives of the Project for Strengthening the Profile of Pancasila Students and Rahmatan lil ‘Alamin (P5RA). However, its implementation remains largely symbolic and has yet to engage with more complex and tangible social realities. This article identifies existing implementation gaps and proposes strategies for more effectively integrating inclusive principles into the Islamic education curriculum.

Institutionalizing Tarbiyah: An Empirical Model for Sustainable Islamic Character Education in an Integrated Islamic Senior High School

Hatta Fakhrurrozi, M. Afifudin Dimyathi, Fathur Rohman — Mon, 24 Aug 2026 12:05:44 +0700

Character education has become a central concern in Islamic education; however, existing studies predominantly examine the effectiveness of religious programs, curriculum integration, or mentoring practices, while limited attention has been given to how these initiatives become institutionalized within the educational system. This study aims to analyze the institutionalization process of Tarbiyah Islamiyah as a holistic Islamic character education system in an integrated Islamic senior high school. Employing a qualitative intrinsic case study, data were collected through in-depth interviews with the principal, teachers, Islamic education teachers, extracurricular mentors, and four students, complemented by observations and document analysis. Data were analyzed using thematic analysis to identify patterns of institutionalization. The findings reveal that Tarbiyah Islamiyah develops through an interconnected institutional process comprising five major dimensions: institutional foundation, curriculum institutionalization, mentoring system, school culture and value habituation, and character assessment, which collectively foster students' holistic character development across spiritual, intellectual, social, and personal domains. Rather than functioning merely as a religious mentoring program, Tarbiyah operates as an institutional mechanism that integrates organizational values, curriculum, pedagogical practices, and school culture into a sustainable character education system. Based on these findings, this study proposes the Institutionalization of Tarbiyah Model (ITM) as a conceptual framework that explains how Islamic values gain institutional legitimacy, are internalized through educational practices, and are continuously reproduced through organizational culture. The study contributes to the literature by extending the understanding of Islamic character education from program implementation toward the institutionalization of values within educational organizations.

Navigating Organizational Power Struggles Through Authentic Leadership in Higher Education: A Narrative Grounded Theory of Conscience and Spiritual Intelligence

Fri, 28 Aug 2026 11:12:28 +0700

Authentic leadership today faces significant challenges stemming from shifts in power that can lead to tensions between moral values, conscience, and organizational interests. This study explores how authentic leadership can be realized and maintained within the context of power within higher education, emphasizing the role of conscience and spiritual intelligence. Using a narrative approach and grounded theory, the stories and experiences of leaders in higher education are analyzed in depth. The themes of authenticity in decision-making, interpersonal relationships, and leaders' experiences interacting with organizational processes are explored in detail. Data collection was conducted through in-depth interviews, observation, and documentation. Data were analyzed through an iterative coding process accompanied by continuous comparisons between categories until category refinement was achieved. Then, various sources were combined to find the main concepts and relationships based on stories from research informants. The results of the analysis indicate that authentic leadership does not only depend on self-awareness, transparency, consistency, and harmony between personal values and real actions, but is closely related to the complex interaction between the voice of conscience as an internal moral guide that supports integrity when facing pressure with spiritual intelligence as a basis for understanding and responding to ethical problems wisely. This study theoretically helps broaden the understanding of authentic leadership. This research focuses on moral and spiritual perspectives. These two elements serve as mutually supportive foundations for leaders to remain authentic despite facing pressure from organizational power. The findings indicate that the implementation of real leadership in higher education is not merely a leadership style but a continuous process of maintaining the moral commitment and social responsibility of academic institutions amidst the dynamics of organizational power.

Correlation of Managerial Competence and The Success of Principal Academic Supervision: A Study of Program Evaluation Based on Logic Model

Agriani Stevany Kadiwanu, Andi Kristanto, Fajar Arianto — Fri, 28 Aug 2026 20:27:37 +0700

The Prospective School Principal Training Program (BCKS) is a government initiative to prepare prospective school principals who meet national competency standards. The purpose of this study is to evaluate the BCKS Training Program using the Logic Model approach by assessing its resources, activities, outputs, and short-term outcomes. Managerial competencies and academic supervision were identified as the short-term outcomes to be evaluated. The study employed a program evaluation design using a quantitative approach. Data were collected from the training documents of 146 participants in the BCKS Training Program, facilitator assessment results, and LMS data. Descriptive data analysis was conducted to evaluate the resources, activities, and outputs components and to describe the achievement of managerial and academic supervision competencies. Furthermore, the relationship between the two short-term outcomes was examined using Pearson’s product-moment correlation. The evaluation results indicated that the resources, activities, and outputs components were implemented in accordance with the program design. Both competencies demonstrated relatively high levels of achievement, with an average managerial competency score of 92.91 and an average academic supervision competency score of 95.23. The correlation results showed a positive and statistically significant relationship between the two (r = 0.505; p < 0.001). These findings indicate that in the BCKS Training Program, there is a correlation between the two short-term outcomes. To ensure the sustainability of the program’s results in school leadership practices, further evaluation is needed at the intermediate and long-term outcome stages.

Analysis of Students' Mathematical Comprehension and Problem-Solving Abilities Based on the Level of Metacognitive Awareness

Nurma Izzati, Mauliddiyah Istiqomah — Fri, 28 Aug 2026 20:34:22 +0700

This study aims to describe students' mathematical comprehension ability and mathematical problem-solving ability based on their level of metacognitive awareness in Social Arithmetic material. This study employed a qualitative descriptive approach involving 26 eighth-grade students of SMPN 1 Ciwaringin, Cirebon, selected purposively. Data were collected through a metacognitive awareness questionnaire, a mathematical comprehension test, and a mathematical problem-solving test. Data analysis was conducted by classifying students into high, medium, and low categories based on the mean and standard deviation. A one-way ANOVA was then conducted for each mathematical ability, after the data met the assumptions of normality and homogeneity of variance, to test whether the differences across metacognitive awareness categories were statistically significant. The results showed that students with a high level of metacognitive awareness demonstrated better mathematical comprehension and problem-solving abilities than students in the medium and low categories. The high group achieved high-category performance in both abilities, the medium group was in the medium category, and the low group was in the low category. The ANOVA results showed a statistically significant difference in mathematical comprehension ability across metacognitive awareness categories (p = 0.000), while the difference in mathematical problem-solving ability was not statistically significant (p = 0.266). Therefore, metacognitive awareness plays an important role in supporting students' mathematical comprehension ability, while its role in problem-solving ability requires further investigation.